Mihye Won

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Associate Professor

Curtin University

Australia

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About

Mihye Won is an Associate Professor at Curtin University, Australia. Her research areas encompass the understanding of complex scientific concepts, immersive virtual reality in education, and the fostering of creative thinking in science teaching. Recent publications include works on general relativity, enzyme-substrate interactions, and the use of AI in visualizing physics concepts, reflecting her commitment to enhancing science education through innovative methodologies.

Recent Grants

Grant: Close

Using immersive virtual reality to enhance students’ science visualisation

Open Date: 2019-01-01

Close Date: 2021-12-01

Grant: Close

Drawing science diagrams to enhance students’ scientific creativity

Open Date: 2018-01-01

Close Date: 2021-12-31

Grant: Close

Drawing students' ideas of science in Australian and Korean schools

Open Date: 2016-09-01

Close Date: 2017-11-01

Articles (17)

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2025

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2020

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2020

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2020

Collaborators (8)

Roy Tasker

Adjunct Professor of Chemistry

University of Western Sydney

AUSTRALIA

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David F. Treagust

Curtin University

AUSTRALIA

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Joonhyeong Park

Assistant Professor

National Institute of Education

SINGAPORE

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Jina Chang

Assistant Professor

Nanyang Technological University National Institute of Education

SINGAPORE

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Grace Ji

Assistant lecturer

Monash University Malaysia.

AUSTRALIA

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Mauro Mocerino

Associate Professor

Curtin University

AUSTRALIA

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Felicity McLure

Charles Darwin University

AUSTRALIA

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Alexandra McCormick

Senior Lecturer

University of Sydney

AUSTRALIA

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Mihye Won

Research Interests

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About

Recent Grants

Articles (17)

Conceptions of Curved Spacetime: Relating Students’ Mental Representations and Understanding of General Relativity

“It is not just the shape, there is more”: students’ learning of enzyme–substrate interactions with immersive Virtual Reality

How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps

The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

Visualising relativity: assessing high school students’ understanding of complex physics concepts through AI-generated images

Scholarly responses to UNESCO Global Education Monitoring Report 2024 Pacific Technology in Education: A tool on whose terms?

Science teachers’ understanding of creative thinking and how to foster it as mandated by the Australian curriculum

The productive interplay between student-student and teacher-student dialogic interactions and the affordances of student generated explanatory drawings to understand plate tectonics

Immersive virtual reality for science learning: Design, implementation, and evaluation

Students’ Use of Magnetic Models to Learn Hydrogen Bonding and the Formation of Snowflakes

Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

Analysis of students’ diagrams of water molecules in snowflakes to reveal their conceptual understanding of hydrogen bonds

Change in students’ explanation of the shape of snowflakes after collaborative immersive virtual reality

What students’ diagrams reveal about their sense-making of plate tectonics in lower secondary science

The features of norms formed in constructing student-generated drawings to explain physics phenomena

‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence

Students’ understanding of the emergent processes of natural selection: the need for ontological conceptual change

Collaborators (8)

Roy Tasker

David F. Treagust

Joonhyeong Park

Jina Chang

Grace Ji

Mauro Mocerino

Felicity McLure

Alexandra McCormick

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